Highly EffectiveIn
addition to meeting the requirements for Effective...

Effective

Effective is the expected level of
performance.

Partially Effective

Ineffective

The teacher fluidly modifies strategies,
materials, and groupings to optimize students’ opportunities to learn and
serves as a role model on how to keep all students challenged in focused work
in which they are active problem-solvers and learners.

The teacher
uses a variety of research-based instructional strategies relevant to the content
area to engage students in active learning, to promote key skills, and to
meet individual learning needs.

The teacher is inconsistent in his/her use of
relevant instructional strategies or in engaging students in active learning,
promoting key skills, or meeting individual learning needs.

The teacher fails to use relevant
instructional strategies or is inadequate in engaging students in active
learning, promoting key skills, or meeting individual learning needs of all
students.

4.8 Collects and maintains a
record of sufficient assessment data to support accurate reporting of student
progress.

4.9 Communicates constructive
and frequent feedback on student learning to students, parents, and other
stakeholders (e.g. other teachers, administration, community members, as
appropriate).

Stronge+ Assessment of/for Learning Rubric

Highly EffectiveIn addition to meeting the requirements for
Effective...

Effective

Effective is the expected level of performance.

Partially Effective

Ineffective

The teacher collaborates with colleagues to use assessment data,
re-examines and fine-tunes teaching based on these data, teaches students how
to monitor their own progress, and serves as a role model in using assessment
to impact student learning.

The teacher uses a limited selection of assessment strategies or is
inconsistent in linking assessment to intended learning outcomes, using
assessment data to plan/modify instruction, or in providing timely feedback.

The teacher uses an inadequate variety of assessment sources, assesses
infrequently, does not use baseline or feedback data to make instructional
decisions, or fails to provide student feedback in a timely manner.

Stronge+

Performance
Standard 5: Learning Environment

The
teacher uses resources, routines, and procedures to provide a respectful,
positive, safe, student-centered environment that is conducive to learning.

Stronge+

Sample
Performance Indicators (Examples may include, but are not limited to
the following.)

The teacher:

5.1 Arranges the classroom to
maximize learning while providing a safe environment.

5.2 Establishes clear
expectations, with student input, for classroom rules and procedures early in
the school year, and enforces them consistently and fairly.

5.3
Maximizes
instructional time and minimizes disruptions.

5.4 Establishes a climate of
trust and teamwork by being fair, caring, respectful, and enthusiastic.

5.6 Promotes respectful
interactions and an understanding of students’ diversity, including language,
culture, race, gender, and special needs.

5.7 Actively listens and makes
accommodations for all student needs, both intellectually and affectively.

5.8 Promotes an environment
that is academically appropriate, stimulating, and challenging.

Stronge+
Learning Environment Rubric

Highly EffectiveIn
addition to meeting the requirements for Effective...

Effective

Effective is the expected level of
performance.

Partially Effective

Ineffective

The
teacher serves as a role model in creating a dynamic learning environment
where students monitor their own behavior and develop a sense of
responsibility.

The teacher
uses resources, routines, and procedures to provide a respectful, positive,
safe, student-centered environment that is conducive to learning.

The
teacher is inconsistent in using resources, routines, and procedures or in
providing a respectful, positive, safe, student- centered environment.

The teacher is inadequate in addressing student
behavior issues, displays a detrimental attitude, ignores safety standards,
or fails to otherwise provide an environment that is conducive to learning.

Stronge+

Performance Standard 6:
Professionalism

The teacher maintains a commitment to professional
ethics, collaborates and communicates appropriately, and takes responsibility
for personal professional growth that results in the enhancement of student
learning.

Stronge+

Sample Performance Indicators (Examples may include, but are not limited to
the following.)

The teacher:

6.1 Adheres to federal and
state laws, school policies, ethical guidelines, and procedural requirements.

6.3 Incorporates learning from
professional growth opportunities into instructional practice and reflects
upon the effectiveness of implemented strategies.

6.4 Identifies and evaluates
personal strengths and weaknesses, and sets goals for improvement of personal
knowledge and skills.

6.5 Engages in activities
outside the classroom intended for school and student enhancement.

6.6 Works in a collegial and
collaborative manner with administrators, other school personnel, and the
community to promote students’ well-being and success.

6.7 Builds positive and
professional relationships with parents through frequent and appropriate
communication concerning students’ progress.

6.8 Serves as a contributing
member of the school’s professional learning community through collaboration
with teaching colleagues.

6.9 Uses precise language,
correct vocabulary and grammar, and acceptable forms of oral and written
communication.

Stronge+
Professionalism Rubric

Highly EffectiveIn
addition to meeting the requirements for Effective...

Effective

Effective is the expected level of
performance.

Partially Effective

Ineffective

The teacher serves as a role model in
professional behavior, uses optimal means of communication, and initiates
activities that contribute to the development of colleagues and the
enrichment of the wider school community.

The teacher
maintains a commitment to professional ethics, collaborates and communicates
appropriately, and takes responsibility for personal professional growth that
results in the enhancement of student learning.

The teacher is inconsistent in displaying
professional judgment, collaborating or communicating with relevant
stakeholders, participating in professional growth opportunities, or applying
learning from growth opportunities in the classroom.

The teacher fails to adhere to legal, ethical,
or professional standards, demonstrates a reluctance or disregard toward
school policy, or infrequently takes advantage of professional growth
opportunities.